Quản lý kiểm định chất lượng giáo dục trường trung học cơ sở trên địa bàn tỉnh Hải Dương.Quản lý kiểm định chất lượng giáo dục trường trung học cơ sở trên địa bàn tỉnh Hải Dương.Quản lý kiểm định chất lượng giáo dục trường trung học cơ sở trên địa bàn tỉnh Hải Dương.Quản lý kiểm định chất lượng giáo dục trường trung học cơ sở trên địa bàn tỉnh Hải Dương.Quản lý kiểm định chất lượng giáo dục trường trung học cơ sở trên địa bàn tỉnh Hải Dương.Quản lý kiểm định chất lượng giáo dục trường trung học cơ sở trên địa bàn tỉnh Hải Dương.Quản lý kiểm định chất lượng giáo dục trường trung học cơ sở trên địa bàn tỉnh Hải Dương.Quản lý kiểm định chất lượng giáo dục trường trung học cơ sở trên địa bàn tỉnh Hải Dương.Quản lý kiểm định chất lượng giáo dục trường trung học cơ sở trên địa bàn tỉnh Hải Dương.Quản lý kiểm định chất lượng giáo dục trường trung học cơ sở trên địa bàn tỉnh Hải Dương.Quản lý kiểm định chất lượng giáo dục trường trung học cơ sở trên địa bàn tỉnh Hải Dương.Quản lý kiểm định chất lượng giáo dục trường trung học cơ sở trên địa bàn tỉnh Hải Dương.
Trang 1MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION
NGUYEN DINH HUY
JUNIOR HIGH SCHOOL EDUCATIONAL ACCREDTIATION
MANAGEMENT IN HAI DUONG PROVINCE
Specialty: EDUCATION MANAGEMENT
Code:9.14.01.14
EDUCATION SCIENCES PH.D THESIS SUMMARY
Hanoi – 2022
Trang 2The research was finished at:
Full name of scientific instructor: 1 Assoc.Prof Ph.D NGO HIEU
2 Ph.D NGUYEN THI HIEN
Judge 1: Assoc.Prof Ph.D Pham Van Thuan
University of Education, Vietnam National University, Hanoi
Judge 2: Assoc.Prof Ph.D Tran Thi Minh Hang
National Academy of Education Management (NAEM)
Judge 3: Assoc.Prof Ph.D Duong Giang Thien Huong
Hanoi National University of Education
The thesis will be defended before the Thesis Assessment Council at Institute level
at Hanoi National University of Education at , date , month , year
Trang 3Be able to search the thesis at: National Library, Hanoi or Librart of National
University of Education
Trang 4LIST OF PUBLISHED WORKS OF THE AUTHOR RELATED TO THE
THESIS TOPIC
1 Nguy n Đình Huy, (co-authored with Tr n Trung) (2014), ễ ầ “Management
of online exams of the Department of Education and Training” Education Magazine,
June 2014 special issue, p 18-19
2 Nguy n Đình Huy (2014), ễ “Management and assessment of student learning outcomes in high schools” Education Magazine, June 2014 special issue, p.
6 Nguy n Đình Huy (2021), ễ “Trends affecting educational quality accreditation and the development of assessment standards for junior high schools”.
Journal of Educational Management, volume 13, September 9, 2021, p 31- 36.
7 Nguy n ễ Đình Huy (2021), “Developing an accreditation policy for junior high school education in Vietnam” Journal of Educational Equipment, No 248, first
term, September 2021, p 28-30.
Trang 51 Rationale of the topic
Since 1993, the Party has identified education and training as the top national policy;investment in education is investment in development; Education is the cause of the wholeParty, the State and the whole people, the goal of education is to raise people's intellectuallevel, train human resources, foster talents, develop education in association with the needs
of economic development - society and strengthening national defense - security In thedevelopment of education in general, the quality of education (quality of education) is the
content that the Party really cares about, determined to "Create a radical and strong change
in the quality and effectiveness of education and training; better meet the construction and defense of the country and the learning needs of the people” In order to improve the quality
of education, many measures and solutions have been implemented, notably the constructionand implementation of the education quality accreditation system at all levels, includinggeneral education general and secondary schools in particular Accreditation of educationquality is essentially an evaluation activity to consider and recognize that an educationalinstitution (educational institution) or training program (training program) meets educationalquality standards within a certain period of time The results of the education qualityaccreditation serve as a basis for the educational institution to explain to the competent statemanagement agencies and the society about the status of education quality, be made public,and serve as a reference basis for learners to choose educational institutions and employers.manpower selection Although, educational accreditation does not directly createeducational quality, but the process of striving to be recognized as meeting quality standardshas required educational institutions to constantly improve and improve input standards,training processes and standards output, thus creating quality at all relevant stages in eacheducational institution
With the first institutionalization Education Law in the 2005: “Education quality
accreditation is the main measure to determine the level of implementation of educational objectives, programs and contents for schools and institutions other educational institutions The education quality accreditation is carried out periodically throughout the country and for each educational institution The results of education quality accreditation are publicly announced for the society to know and supervise” and continues to be identified
by the Party as one of the tasks and solutions to contribute to the fundamental and
comprehensive reform of education “Improving the education quality accreditation system.
Periodically inspect the quality of education and training institutions and training programs, publicizing the results of the accreditation" shows the necessity, significance and
important role of the accreditation of education for the goal of creating fundamental andstrong changes in education quality in general and in education quality in secondary schools
in particular, especially in the field of education Vietnam is in the process of acceleratingindustrialization, modernization and international integration
Implementing the viewpoints, guidelines and policies of the Party and State, as well asbeing aware of the role and meaning of the educational quality accreditation, in the pasttime, the Hai Duong province's education sector has actively promoted the activities of theaccreditation of general education, In particular, the local secondary schools in particular,initially achieved certain results, but there are still some limitations and difficulties such as:(1) Perception of a part of the administrators and teachers of the lower secondary schoolabout the role, meaning and importance of education quality accreditation for therequirements of improving education quality is incomplete, so it has not paid due attention;(2) A part of administrators and teachers in secondary schools but do not fully grasp the SA
Trang 6process and techniques, so the implementation of this activity has not met the requirements;(3) The storage of records, documents and documents of secondary schools is incompleteand unscientific, causing obstacles and taking a long time to collect evidence The use,arrangement and arrangement of evidencing information of the SA report is not consistentwith the requirements of the indicator; (4) The quality of SA reports of some secondaryschools has not met the requirements, not reflecting the school's quality and practice; (5)There is no dedicated assessment team, all assessors carry out the assessment according tothe instructions of the Department of Education and Training as part-time work, so they arepassive in terms of time and capacity when performing the work ; (6) The organization andimplementation of the school's quality improvement plan after SA and SA has not beenchecked and monitored regularly, so the effectiveness of the education quality accreditation
is not really clear; (7) Besides, the development of a plan to implement the qualityaccreditation of secondary school education is not really scientific; the organization,direction, inspection and examination of the implementation of the quality accreditation of
secondary school education has not been regular and there is no consensus, … etc
Stemming from the above facts and in response to the requirements of educationalinnovation and development in the period of accelerating industrialization and modernization ofthe country, the strong development of the Fourth Industrial Revolution and the increasinginternational integration extensive research, there should be an in-depth study, with theoreticaland practical basis to propose solutions to improve the management of quality control ofsecondary schools in Hai Duong province Therefore, the author chooses the topic
"Accreditation management of secondary school education in Hai Duong province" for
research
2 Research objectives
The thesis clarifies the theoretical issues of management quality accreditation ofsecondary school education and practical management of educational quality accreditation ofsecondary schools in Hai Duong province, in order to offer solutions to further improve themanagement of quality accreditation of secondary school education of the Department ofEducation and Training of Hai Duong province
3 Object and research subjects
Research object: Junior high school educational quality accreditation activities Researchobject: Junior high school educational quality accreditation management in Hai Duongprovince
4 Research scope
Scope of research: Scope of content, junior high school educational quality accreditationmanagement by Department of Education and Training of Hai Duong province, including:management of self-assessment, management of EA, junior high school educational qualityaccreditation management and topics recognition of national standard junior high schools.Spatial scope, research limitations in Hai Duong province Time range, usage data iscollected from the 2014-2015 school year to the ongoing 2020-2021 school year
5 Scientific hypothesis
Management quality quality education of secondary schools in Hai Duong province hasachieved certain results, contributing to improving the general education quality of thelocality However, this activity of Hai Duong province's Department of Education andTraining also revealed a number of limitations, especially in planning, organizing, directingand inspecting and evaluating implementation Research, develop and apply feasiblemanagement solutions, suitable with scientific and practical basis, will contribute to further
Trang 7improve the management of quality accreditation of secondary schools in Hai Duongprovince.
6 Research mission
Including: (1) Systematizing the theoretical basis for the educational quality accreditationand the junior high school educational quality accreditation management; (2) Generalassessment of the current status of the junior high school educational quality accreditationand specific assessment of the current status of junior high school educational qualityaccreditation management of the Department of Education and Training of Hai Duongprovince; (3) Proposing solutions to junior high school educational quality accreditationmanagement in Hai Duong province;
(4) Testing the proposed solution, assessing the necessity and feasibility of the solutions tojunior high school educational quality accreditation management in Hai Duong province
7 Research methodology and methodology
7.1 Research methodology: using a combination of methodologies such as: quality
management approach; functional access; system access; practical approach; historical,logical approach; and approach the theory of management hierarchy
7.2 Specific research methods: Similarly, the research methods used include: theoretical
research and practical research (including: investigation, survey; observation; statistics,synthesis and analysis; evaluation; mathematical statistics; and experimental andexperimental methods)
8 Defending arguments
(1) Quality accreditation of education has an important role in improving the quality ofeducation of schools in general and secondary schools in particular Quality accreditationhelps the school to orient and determine the quality standards for each activity, and at thesame time, it allows the school to review the whole operation systematically, therebyadjusting the activities according to a certain standard Accreditation of education quality isalso a sure affirmation to stakeholders about the current status of the school's quality, as well
as contributing to creating a foundation for building a quality culture (2) Management ofthe quality accreditation of secondary school education is an important factor that governsother factors and strongly determines the results of educational quality accreditation.Management helps to orient and lead; organize, exploit and effectively use resources;executive coordination, encouragement and inspiration; and inspect and supervise activities
so that the educational quality accreditation achieves the set goals (3) Develop the SAprocess in accordance with reality; supplement the process of appraising the assessmentresults; strengthen training and capacity building on educational accreditation for managersand teachers participating in accreditation; development of management software qualityaccreditation; develop a set of criteria for evaluating secondary schools in accordance withlocal realities; and replicating advanced examples in the implementation of educationalquality management are considered as basic solutions to further improve the management ofeducational quality standards in secondary schools
9 Thesis contributions
9.1 Theoretically: An overview of the theory of the junior high school educational
quality accreditation and the junior high school educational quality accreditationmanagement, clarifying the concepts, definitions, and basic content of the junior high schooleducational quality accreditation management In particular, the Department of Educationand Training has built a management framework for junior high school educational qualityaccreditation according to the basic function of management
9.2 Practically: Surveying, synthesizing, detecting and evaluating the current situation
of junior high school education development and the actual situation of junior high schooleducational quality accreditation in Hai Duong province Focusing on assessing the current
Trang 8status of junior high school educational quality accreditation management by the Department
of Education and Training of Hai Duong province, pointing out the limitations andinadequacies that need to be overcome, on that basis, proposing solutions to improve thejunior high school educational quality accreditation management for the Hai DuongDepartment of Education and Training
9.3 Proposed solutions: The proposed measures are necessary and feasible to help the
Hai Duong Department of Education and Training as well as other management levels related
to the junior high school educational quality accreditation management in Hai Duongprovince
situation of junior high school educational quality accreditation management in Hai Duong
province Chapter 3 Solutions for junior high school educational quality accreditation
management in Hai Duong province
CHAPTER 1 THEORETIAL BASIS FOR JUNIOR HIGH SCHOOL EDUCATIONAL QUALITY
ACCREDITATION MANAGEMENT
1.1 Research overview
The research overview focuses on 03 main issues, namely educational qualitymanagement, educational quality accreditation theory and educational quality accreditationmanagement Whether approaching from a theoretical or practical perspective, the studieshave mentioned and reflected many different perspectives on the above three issues, leavingvaluable references that can be inherited such as:
(1) The basic contents of education quality, educational quality management andeducational quality management goals; a number of approaches to education qualitymanagement, especially modern approaches; some popular educational quality managementmodels in the world, as well as a set of standards to ensure educational quality are the basisfor reference and management of educational quality (2) Basis related to educational qualityaccreditation (such as: concept, content and scope; origin, history of formation anddevelopment; role, meaning and implementation objectives; factors affecting accreditation ofeducation quality; principles and procedures of implementation steps; ) (3) Actual basis forimplementation, management of educational quality accreditation and recognition ofeducational quality achievement (such as: methods of developing standard frameworks andcriteria for both educational institutions and training programs; the process of steps andoperations for the implementation of self-assessment and write reports, organize EA andrecognize the level of education quality accreditation in particular (4) Identify some models
of management quality accreditation in the world at many levels and the similarities anddifferences with the current management model of educational quality accreditation ofVietnam However, there are still “gaps” that can be exploited for further research andclarification such as: (i) Theoretical research on the junior high school educational qualityaccreditation; (ii) Theoretical research on junior high school educational qualityaccreditation management; and
(iii) Although the number of research works on the accreditation of educational quality isquite large, it mainly focuses on aspects of the accreditation of higher education institutions
Trang 9and colleges, with little mention of the quality accreditation of junior high schools.Especially in Vietnam, up to now, the author has not approached any systematic andcomprehensive research on the junior high school educational quality accreditationmanagement in Hai Duong province.
1.2 Theoretical basis for accreditation of junior high school education quality
1.2.1 Junior high school quality accreditation definition: The thesis chooses to use
the explanation: “Accreditation of educational quality at a general education institution, a
continuing education institution is an assessment activity (including self-assessment and EA)
to determine the extent to which an educational institution is general education institutions, continuing education institutions that meet educational quality assessment standards and the recognition of general education institutions and continuing education institutions meeting educational quality standards by the state management agency" This explanation has more
clearly indicated the content of the quality assessment of general education institutions, that
is, the self-assessment and EA of schools on the basis of quality assessment standards, fromwhich there are grounds to recognize whether a general education institution meets thequality standards or not
1.2.2 The role, purpose and principles of junior high school educational accreditation
1.2.2.1 Role: For secondary schools, the educational quality accreditation plays
four roles: (1) Helping junior high schools to orient and determine quality standards for eachactivity (2) Help junior high schools to systematically review their entire activities so thatthey can adjust their activities according to a certain standard (3) Is a firm statement tostakeholders about the current state of the school's quality (4) Contributing to creating afoundation for building a quality culture for junior high schools As for the educationalmanagement agencies, the education quality accreditation helps to give an overview of thecurrent state of educational quality (strengths and weaknesses) of the junior high schools inthe area in charge, so that the whole activities of junior high schools can be reviewed in asystematic way, from which to make plans to overcome and improve weaknesses in thedirection of supporting junior high schools to meet the criteria/standards, and promotestrengths
1.2.3.2 Objectives and principles of accreditation of junior high school education:
The general purpose of the junior high school educational quality accreditation is tocontribute to ensuring and improving the quality of junior high school education in Vietnam,contributing to the development of Vietnamese human resources Specifically, the junior highschool educational quality accreditation has the following objectives: (1) Determining thelevel of junior high schools to meet educational goals in each period; make qualityimprovement plans, maintain and improve the quality of school activities; publicly notifystate and social management agencies about the quality status of the school; for the statemanagement agency to evaluate, recognize or not recognize the school to achieve theeducational quality accreditation; (2) Recognition of national achievement is to encourageinvestment and mobilize resources for education, contributing to creating favorableconditions for the school to continuously improve the quality and effectiveness of education
To achieve the general purpose, the objectives need to ensure independence, objectivity andlegality; at the same time, it is necessary to be honest, open and transparent
1.2.3 The process of accrediting the quality of junior high school education: The
process of implementing the junior high school educational quality accreditation consists ofthree main stages: school takes self-assessment, the local education management agencyconducts the EA and the local education management agency (or the Provincial People'sCommittee) recognizes the school as having achieved the educational quality accreditation or
Trang 10achieved the national standard In which: (1) Self-assessment is the process by which thejunior high school self- assesses and evaluates the current status of the quality of educationalactivities, facilities, and other related issues in order to adjust resources and theimplementation process In order to meet the evaluation criteria, there are 7 steps as follows:Establishing the SA Council; Planning SA; Collect, process and analyze evidence; Evaluatethe achieved levels according to each criterion; Write the SA report; Publication of the SAreport; Implement activities after completing the SA report.
(2) EA is the process of surveying and evaluating by state management agencies(establishing the assessment team) for junior high schools to determine the level of
achievement of assessment standards, including 6 steps: Studying assessment records ;Preliminary survey at junior high school; Formal survey at junior high schools; Draft EIAreport; Get feedback from the junior high school on the draft report on the assessment ofpoverty reduction; Finalize the EIA report (3) Accreditation of schools that have passed theeducational quality accreditation and achieved the national standards: After completing theassessment, if one of the assessment levels is achieved, the junior high school will berecognized as having achieved the educational quality accreditation or recognized both theeducational quality accreditation and the national standards (if the school has a proposal)
1.2.4 Standards and criteria for accrediting the quality of junior school education: Junior school assessment standards are the requirements for junior high schools to
ensure the quality of activities Each standard corresponds to a field of operation of the juniorhigh school; in each standard there are criteria The Junior high school assessment standardhas 4 levels (Level 1 to Level 4) with increasing requirements In which, the latter includesall the requirements of the previous level and adds advanced requirements Junior highschool evaluation criteria are requirements for junior high schools in a specific content ofeach standard Each criterion has indicators, which are requirements for junior high schools
in a specific content of each criterion
1.2.5 The nature of general education quality accreditation in Vietnam: The
quality accreditation of general education has its own specific characteristics associated withthe characteristics of the discipline and level of study: The accreditation of general educationfor the training program is not clear; evaluation criteria by level due to the difference in manyaspects of activities between educational institutions in different locations; implementing thequality accreditation of general education (equalization and recognition of educationalquality standards) is the state management agency in education
1.3 Theoretical basis for junior high school educational quality accreditation management
1.3.1 Definition and function of management: Starting from different research
angles, each scholar gives different explanations about management But regardless of theapproach, the essence of management activities is the normative
way of influencing (organizing, controlling, checking) the managing subject on themanagement object in an organization in order to make the organization operate to achievethe desired efficiency and achieve the set goals Or, management is the process of planning,organizing, leading and controlling the work of members of the organization to achieve thegoals of the organization Accordingly, the management concept used in the thesis is
"Management is the process of planning, organizing, directing and controlling the work of members of the organization to achieve the goals of the organization” Similar to the concept
of management, there are also many different views on the function of management InVietnam, many scholars share the same opinion that there are four basic functions ofmanagement: Forecasting, Planning; Implementation organization; Producer; and Check andEvaluate performance
Trang 111.3.2 The concept and meaning of the junior high school educational quality accreditation management: the thesis introduces the following concept: The junior high school educational quality accreditation management is the purposeful impact of the management subject on the educational institution (client manageable) through specialized organization-building activities; implementation planning; implementation organization; to lead and direct the implementation; inspect and supervise the implementation; …; and recognition of achieving accreditation of education quality or/and national standards prescribed by state management agencies in charge of education The meaning of education quality accreditation management is reflected in
deciding the existence and development of educational accreditation activities on a certainterritory In addition, the quality accreditation management also has the following roles:orientation; organization; leader; and supervise the activities of the educational institutions
1.3.3 The position and function of state management of the Department of Education and Training on accreditation of junior high school education: The Department
of Education and Training is responsible for: advising on the planning of educationalaccreditation; make plans and master plans to build high schools reaching national standards;guiding, directing, supervising and inspecting the Departments of Education and Training,high schools in implementing the educational quality accreditation and building schoolsreaching the national standards; organize professional training courses; supervise and directschools to implement quality improvement plans; annually, organize a preliminary and finalreview of the educational quality accreditation work
1.3.4 Contents of junior high school educational quality accreditation management of the Department of Education and Training: Referring to the theory of
management and accreditation of education quality presented in the previous sections, themanagement of quality accreditation of junior high school education includes the followingbasic contents : (1) Planning for the quality of junior high school education (including:Purpose; Feasibility of development targets; Mobilization of resources for implementation;Roadmap and implementation time);
(2) Organizing the implementation of the quality assessment of education (including:Documents guiding the implementation of the plan; Dissemination of guidelines and policies;Professional and professional training; Coordinating and supporting junior high schools toimplement SA; Networking network of implementation staff; Establishment of a EA team;Coordinate with junior high schools to carry out poverty assessment; Accreditation ofachievement of educational quality standards, national public schools); (3) Directing theimplementation of the educational quality accreditation (including: Following up and urgingthe schools to follow the orientation and plan; Standing and promptly giving opinions to theschools; Proposing a regime to encourage schools to participate in the educational qualityaccreditation; Recognizing and promptly rewarding individuals and groups for excellentperformance; Replicating good performance examples Regarding directing theimplementation of the Quality Improvement Plan, including: Support and guide schools toimprove the quality of education according to the plan; Follow up and urge junior highschools to improve the quality of education according to the plan; Permanently and promptlygiving opinions to the junior high schools that have not seriously implemented the plan toimprove the quality of education); (4) Checking and evaluating the implementation of theeducational quality accreditation (including: Developing requirements for assessing SAactivities; Developing requirements for assessing SA activities; Adjusting and supplementingthe education quality accreditation plan; Searching and improving quality control activities)
1.4 Factors affecting the management of educational quality accreditation in junior high schools
Trang 12Including factors such as: mechanism and policy factors; environmental factors (thetrend of globalization and international integration; the development of science andtechnology and the increasing number of disasters); Training objectives and programs;Qualifications of the quality accreditation management team; and Facilities - equipment.
Conclusion of Chapter 1: (1) The educational quality accreditation has a long history
of formation and development, is recognized by more and more countries, used as the mostcomplete tool in terms of the process as well as the legal framework in ensuring the quality
of education (2) Educational quality accreditation is understood to include testing ofeducational institutions and education programs, with different step-by-step procedures, butusually with self-assessment and EA (3) There is almost no unified concept, which mostfully reflects the contents of the educational quality accreditation management in general andjunior high school educational quality accreditation management in particular (4) Junior highschool educational quality accreditation has its own purposes and principles; theimplementation of the quality accreditation of junior high school education is carried outaccording to a 3-stage process of self-assessment (7 steps), EA (6 steps), and recognition ofeducational quality accreditation and/or national standards (5) There are many factorsaffecting the accreditation of educational quality in general and the accreditation of juniorhigh school educational quality in particular
CHAPTER 2 ACTUAL SITUATION OF ASSESSMENT OF EDUCATIONAL QUALITY
MANAGEMENT IN HAI DUONG PROVINCE
2.1 Overview of junior high school education results in Hai Duong province
2.1.1 Size of schools, classes and junior high school students: The number of
schools decreased due to the implementation of the policy of consolidation and arrangement
of the sector; The number of classes increased but slowly; while the number of students tends
to increase next year higher than the previous year These developments partly indicate thatHai Duong's junior high school education is facing difficulties in improving quality, becausethe class size (student/class ratio or number of students) is increasingly expanding, althoughthat this rate is still within the scope of Circular 32/2020/TT-BGDĐT dated September 15,
2020 (the class size is nearly 32 students/class in the 2014-2015 school year, the 2019-2020school year has increased) up to 36 students/class)
2.1.2 Teachers, staff and administrators: There is a paradox in junior high school
education in Hai Duong, while the number of students and classes is constantly increasing,the number of junior high school graduated workers is decreasing, especially the decrease inthe number of spear junior high school students, decreased by 779 people (equivalent to adecrease of 15.45%), from 5,821 people (school year 2015-2016) to 5,042 people (schoolyear 2019-2020) In return, the quality of junior high school labor from the 2014-2015 schoolyear to the 2019- 2020 school year (especially the quality of teachers and administrators) isincreasingly standardized according to general regulations
2.1.3 Junior high school facilities: Compared to regulations, Hai Duong junior
high schools meet basic requirements for electricity, water, toilets, area, library, classrooms,and laboratories But there are still about ½ of the schools that have not built a multi-purposegymnasium or some schools have not yet ensured the laboratory for Physics, Chemistry,Biology, etc., which has more or less affected the quality of teaching and learning
2.1.4 The educational results of junior high school students include: (1)
Regarding the student's academic results, the percentage of students achieving excellent andexcellent academic performance tends to increase, from 64.33% in the 2014-2015 schoolyear to 67.69% at the end of the 2019-2020 school year; Students with average, weak, and
Trang 13poor academic performance tend to decrease (2) Regarding the results of student conductrating, the percentage of students rated Good tended to increase, from 73.76% to 79.97%,while the percentage of students rated as Good Moderate and Weak conduct tends todecrease, from 4.62% to 2.43% and from 0.27% to 0.08%, respectively (3) Regarding theresults of graduating from junior high school and passing the entrance exam to high school,the percentage of students graduating from junior high school and passing the entrance exam
to high school also increased by school year, increasing from 98.92% to 99.68% and from 720.05% to 76.32% respectively for the 2015-2015 and 2019-2020 school years (4) Regardingthe results of the exam for the outstanding students in grade 9, the number of students whowon the prizes was relatively stable over the school years, especially for the first and secondprizes; The number of students who won the Third Prize and the Consolation Prize had arelatively large fluctuation
2.1.5 General assessment of education and training at junior high schools in Hai Duong province
2.1.5.1 Results achieved: (1) The number of junior high schools decreased due to
the implementation of the policy of consolidation and arrangement of the sector, the number
of junior high school classes increased slowly, while the number of junior high schoolstudents tended to increase faster and faster; (2) The contingent of teachers, administratorsand staff in the junior high school has been increasingly consolidated in terms of quantityfollowing a decreasing trend, but improved in quality; (3) Most of the junior high schoolclassrooms have been solidified, the conditions of supporting facilities, helping to improvethe quality of education are increasingly standardized and enhanced (4) Student qualitycontinues to maintain, strengthen and improve In addition, the teaching and learning of HaiDuong Provincial junior high school ensures the standard of knowledge and skills according
to the program
2.1.5.2 The limitations and problems that need to be solved include: (1) The number
of junior high school students is increasing day by day, while the number of junior highschools in Hai Duong province is arranged in a decreasing direction, which causes the size ofeach class to increase, affecting the progress of improving educational quality (2) Facilitieshave not been synchronously invested, many junior high schools are still facing difficulties,
in some schools and classes there are signs of deterioration; Equipment and supplies in manyschools are still lacking, especially modern teaching equipment (3) Number of junior highschool graduated employees gradually decreases, especially the decrease in the number ofjunior school teachers, putting pressure on improving teaching quality for schools andteachers (4) The trading volume has been kept stable but has not shown a clearimprovement (5) The quality of junior high school education in Hai Duong province also hasdisparities and unevenness among schools in different areas;
2.2 Organize a situation survey
2.2.1 The purpose of the survey: To evaluate the actual situation of implementing the
quality assessment of secondary school education in Hai Duong province (about SAactivities, assessment and work capacity of the assessment team) and the current status ofmanagement of the quality assessment of secondary school education (about planning,organizing the implementation, directing the implementation and inspecting and evaluatingthe implementation) of the Department of Education and Training of Hai Duong province
2.2.2 Survey contents: (1) The actual situation of implementing SAQA of lower
secondary schools in Hai Duong province (perception of the level of implementation of SAand SA activities; and the working capacity of the SA team); (2) The current situation ofmanagement of educational quality accreditation of secondary schools in Hai Duongprovince (perception of management of educational quality accreditation according to the
Trang 14management function is: planning, organizing implementation, directing the implementationand inspecting and evaluating the work implementation of quality accreditation ofeducation); and (3) Proposing solutions to improve the management of quality control ofsecondary schools in Hai Duong province (on the basis of 4 functions of management).About the content of in-depth interviews: (i) Current policy of quality accreditation ofsecondary school education in Vietnam; (ii) The set of standards for education qualityaccreditation issued together with Circular No 18/2018/TT-BGD&DT (focusing on thecontent that needs and prioritizes adjustment and supplementation); (iii) Assessment ofmanagement quality accreditation of secondary school education by Department ofEducation and Training of Hai Duong province; (iv) Suggesting and proposing solutions toimprove the quality management of secondary schools in Hai Duong province.
2.2.3 Survey method: a combination of methods: sending survey questionnaires to
teachers in secondary schools (who have undergone assessment) and members of the YouthUnion; in-depth interviews with experts and managers; review and review the SA and SArecords of secondary schools
2.2.4 Survey subjects: teachers in lower secondary schools (having done the
assessment), members of the Youth Union; education experts and administrators; SA and SArecords of secondary schools
2.2.5 Method of conducting the survey: Regarding sending survey forms: a total of
698 survey questionnaires were sent, of which 658 questionnaires were sent to 94 secondaryschools that have completed the assessment (each school sent 7 votes to SA Councilmembers, have a list of secondary schools), and 40 votes to managers and experts working
in the education sector (including those who have been and are members of the PREdelegations, or have been granted a certificate to carry out the assessment) About in-depthinterviews with experts and education managers: Conducted interviews with 15 experts oneducational management, experienced in quality accreditation work at the Ministry ofEducation and Training, research institutes, and in a number of agencies and departments ofHai Duong province; At the same time, the author also exchanged and summarized theexperience of colleagues working at the Departments of Education and Training in Ha Nam,Nam Dinh, Thai Binh, Hung Yen, Bac Giang, Bac Ninh and Hai Phong provinces on theaccreditation of education quality Regarding the review and review of the SA and the SAdossiers: conducting research, reviewing a total of 94/252 sets of SA dossiers (reaching37.3% of the dossiers) and 94/94 sets of SA dossiers made from when Circular 18/2018/TT-BGDDT takes effect (reaching 100% of the application for the assessment)
2.2.6 Data handling conventions: Survey sheet statistics are converted to percentages
(%) and average scores, along with ratings
2.3 Actual situation of junior high school educational quality accreditation in Hai Duong
2.3.1 Overview of the results of the implementation of educational quality accreditation, recognition of national standards for junior high schools in Hai Duong:
Junior high school educational quality accreditation in Hai Duong, although implementedfrom the 2010-2011 school year (according to Decision 83/2008/QD- BGDĐT and Circular
No 12/2009/TT-BGDĐT), but faced many difficulties making the results limited; From the2014-2015 school year, the junior high school education quality accreditation (according toCircular No 42/2012/TT-BGDDT) has improved significantly, in the 2017-2018 school year,the rate of schools completing the cumulative SA reached 98%, the rate the cumulativepercentage of schools receiving EA is 67.03%, exceeding the set plan - 64.1%, the rate ofschools being recognized as achieving national standards (according to Circular No.47/2012/TT- BGDDT dated December 7, 2012) 68.50% have not met the plan 69.9% of